The study focused on Equality of Educational Opportunity (EEO) in China from the aspects of family, shadow education, and school. The main purpose was to find the influence of factors from the three aspects on people’s educational outcomes. The interaction effects among family, shadow education, and school were emphasized to check how the three aspects correlated with each other and how shadow education and school moderated the effect of students’ family background on the (un)equal distribution of educational outcomes. The study used PISA 2015 data to analyze the association of predictors from family, shadow education, and school with students’ achievement among the whole group of the participants and the lower economic, social, and cultural status (ESCS) group. A comparison was made to find whether these factors yielded varied effects on the educational outcomes between the two groups. The study was interested in if school and shadow education would make up for their family deficiency for the group with lower ESCS in educational attainment.
","abstract_html":"<p>The study focused on Equality of Educational Opportunity (EEO) in China from the aspects of family, shadow education, and school. The main purpose was to find the influence of factors from the three aspects on people’s educational outcomes. The interaction effects among family, shadow education, and school were emphasized to check how the three aspects correlated with each other and how shadow education and school moderated the effect of students’ family background on the (un)equal distribution of educational outcomes. The study used PISA 2015 data to analyze the association of predictors from family, shadow education, and school with students’ achievement among the whole group of the participants and the lower economic, social, and cultural status (ESCS) group. A comparison was made to find whether these factors yielded varied effects on the educational outcomes between the two groups. The study was interested in if school and shadow education would make up for their family deficiency for the group with lower ESCS in educational attainment.</p>","abstract_has_math":false,"creators":["Xiang, Qin"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ryan M. Allen","Meghan E. Cosier","Jillian Wood"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-08-01T07:00:00Z","date_published":"2021-08-01T07:00:00Z","updated_at":"2026-07-24T01:38:16Z","subjects":["Equality of Educational Opportunity","Family","School","Shadow Education","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/44","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ryan M. Allen","Meghan E. Cosier","Jillian Wood"]},{"key":"dc:creator","label":"Author","values":["Xiang, Qin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-08-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Equality of Educational Opportunity","Family","School","Shadow Education","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/44"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The study focused on Equality of Educational Opportunity (EEO) in China from the aspects of family, shadow education, and school. The main purpose was to find the influence of factors from the three aspects on people’s educational outcomes. The interaction effects among family, shadow education, and school were emphasized to check how the three aspects correlated with each other and how shadow education and school moderated the effect of students’ family background on the (un)equal distribution of educational outcomes. The study used PISA 2015 data to analyze the association of predictors from family, shadow education, and school with students’ achievement among the whole group of the participants and the lower economic, social, and cultural status (ESCS) group. A comparison was made to find whether these factors yielded varied effects on the educational outcomes between the two groups. The study was interested in if school and shadow education would make up for their family deficiency for the group with lower ESCS in educational attainment.
"]},{"key":"dc:source","label":"Dc Source","values":["Xiang, Q. (2021). Equality of educational opportunity in China: Factors from family, school, and shadow education [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000304"]},{"key":"dc:title","label":"Title","values":["Equality of Educational Opportunity in China: Factors from Family, School, and Shadow Education"]}]}],"canonical_facts":{"dc:contributor":["Ryan M. Allen","Meghan E. Cosier","Jillian Wood"],"dc:creator":["Xiang, Qin"],"dc:date.available":["2023-08-05T07:00:00Z"],"dc:description.abstract":["The study focused on Equality of Educational Opportunity (EEO) in China from the aspects of family, shadow education, and school. The main purpose was to find the influence of factors from the three aspects on people’s educational outcomes. The interaction effects among family, shadow education, and school were emphasized to check how the three aspects correlated with each other and how shadow education and school moderated the effect of students’ family background on the (un)equal distribution of educational outcomes. The study used PISA 2015 data to analyze the association of predictors from family, shadow education, and school with students’ achievement among the whole group of the participants and the lower economic, social, and cultural status (ESCS) group. A comparison was made to find whether these factors yielded varied effects on the educational outcomes between the two groups. The study was interested in if school and shadow education would make up for their family deficiency for the group with lower ESCS in educational attainment.
"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/44"],"dc:source":["Xiang, Q. (2021). Equality of educational opportunity in China: Factors from family, school, and shadow education [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000304"],"dc:subject":["Equality of Educational Opportunity","Family","School","Shadow Education","Secondary Education"],"dc:title":["Equality of Educational Opportunity in China: Factors from Family, School, and Shadow Education"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:16Z"}